Designing District/Campus
Improvement Plans
to Support Student Achievement
Education Service Center Region XV
Education Service Center Region XV
1
District Improvement Plan
Each school district shall have a district improvement plan
that is developed, evaluated, and revised annually, in
accordance with district policy, by the superintendent with
the assistance of the district-level committee established
under Section 11.251 of the Texas Education Code.
The purpose of the district improvement plan is to guide
district and campus staff in the improvement of student
performance for all student groups in order to attain state
standards in respect to the academic excellence indicators
adopted under Section 39.051 of the Texas Education Code.
Education Service Center Region XV
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Campus Improvement Plan
(c) Each school year, the principal of each school campus,
with the assistance of the campus-level committee, shall
develop, review, and revise the campus improvement plan
for the purpose of improving student performance for all
student populations, including students in special education
programs under Subchapter A, Chapter 29, with respect to
the academic excellence indicators adopted under Section
39.051 and any other appropriate performance measures for
special needs populations.
Section 11.253 of the Texas Education Code.
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Basic Assumptions About Effective Planning
 The basic assumptions regarding effective planning and
identified critical components of plans are as follows:
 No single best "model" or process for planning exists; but
critical components should be addressed.
 Local district and campus plans should reflect the unique
needs of the populations served and outcomes for all
students.
Education Service Center Region XV
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Basic Assumptions About Effective Planning
 The basic assumptions regarding effective planning and
identified critical components of plans are as follows:
 Campus plans may be different in content and strategies
from district plans; however, campus performance
objectives and district performance objectives should be
complementary and mutually supportive.
 Budgets should be developed in coordination with campus
plans that include broad-based parameters regarding the
allocation of resources.
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 Planning is an ongoing process – not an event!
 Needs assessments and revisions to plans should occur at least
annually.
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 Essential to District/Campus Plans are:
1) Governance Support - the local school board has
approved policies outlining the district and campus
planning and decision-making processes in accordance
with state statute.
2) Board Policy and Local Administrative Procedures
 Outlines the election of both district- and campusbased professional staff members to the district and
campus planning and decision-making committees
 Outlines the selection of the business representative,
parents, and other community members at both
district and campus levels.
Education Service Center Region XV
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Comprehensive
Needs
Assessment
Education Service Center Region XV
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Comprehensive Needs Assessment
Requirement for all Federal Programs
 District/Campus Improvement Plans must include provisions
for a comprehensive assessment of the measurable
performance of each group of students served by the district,
including categories of ethnicity, socioeconomic status, sex,
and populations served by special programs, including
students in special education programs. TEC 11.252(a)(1) It
may include:
 Quantitative measures of program outcomes
 Surveys or group evaluations indicating perceptions of
staff, parents, community members, and students
 Predicted needs based on projected enrollment,
demographic trends, legislative impact, and state and local
political and economic events.
Education Service Center Region XV
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Comprehensive Needs Assessment
Area to be Assessed/Reviewed
Potential Data Source
Student Performance by Group
All Federal Programs (NCLB)
Assessment Data (TAKS/AEIS/Special Ed Assessment/TELPAS/TPRI)
Disaggregated data, Failure Rate
Special Ed referral percentages
Other classroom student data
Student Attendance
(NCLB)
Attendance Records
AP/SAT/ACT
% AP classes and scoring 3 or 4 on the exam
% Taking SAT/ %taking ACT
Completion/Drop-out
(NCLB)
AEIS data( Gaps between At-Risk and not At-Risk)
Student counseling and discipline referrals, Retention Rates
Drop-out/Completion Rate
Highly Qualified Teachers/ Paraprofessionals
(NCLB)
District Certification Records
Professional Development Records
Teacher Retention Data
New Teacher Mentor Records
Professional Development
Title II Part A
PDAS Teacher Self-Reports
Impact on Student Performance
ESC XV/District Records
Parent Involvement
Title I Part A and other Federal Programs (NCLB)
Parent Surveys (NCLB)
Teacher conference records
School Climate
Student/Staff/Parent Surveys
School Safety/Violence Issues
Title IV, Part A (NCLB)
Discipline Referrals, PEIMS 425 & Gun Free Schools Records
TEA SDFSC Annual Report, School Safety Walk-Through
Facilities
Student/Staff/Parent/Community Surveys
Safety Walk-Through
Student Performance by Group
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Needs Assessment: Analysis of Student Performance
Students who are:
Areas of Concern
Causal Factors
Ask Why?
Where do we want to
be?
Ideas to get there…
White
TEC, NCLB
Hispanic
TEC, NCLB
African American
TEC, NCLB
Economically
disadvantaged TEC,
NCLB
LEP/Bilingual/ESL
NCLB
Special education
NCLB
SCE/At-Risk
Male/Female
Homeless
Migrant
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Needs Assessment: Analysis of Other Areas
Areas of Concern
Causal Factors
Ask Why?
Where do we
want to be?
Ideas to get there…
Student
Attendance
(NCLB)
AP/SAT/ACT
Drop-out/
Completion
(TEC/NCLB)
Highly
Qualified
Teachers (NCLB)
Professional
Development
(NCLB)
Parent
Involvement
(Title Programs)
School Climate
Safety/Violence
Issues (TEC,
Title IV)
Technology,
CATE (Title
Programs)
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Comprehensive Needs Assessment:
Summary of Findings
You may provide a written summary of the findings from the data analysis, i.e. Blank
Elementary School has need for improvement in the areas of Math, 3rd grade Reading, 5th grade Science,
Classroom Discipline, and Parental Involvement.
or choose to use something like the table below.
Prioritized Areas of Concern
Areas of Concern
Data Source
Reading grade 3,5
State Accountability (AEIS)
Math scores grades 4, 5, 8, 11
State Accountability (AEIS)
Social Studies, ELA, Math, and Science scores grade 11
State Accountability (AEIS)
Participation & Performance – ELA and Mathematics
Federal Accountability – AYP for NCLB
Gifted and Talented over-identification and under-identification of
Low Socio-Economic students
Program Accountability; Parent, community, and student
surveys
Special Education over-identification of Hispanic and Low SocioEconomic students
Program Accountability
Counseling Program
Parent, community, and student surveys; administration
evaluations
Special Programs – Dyslexia, ESL, LEP, Migrant, Title I A, CATE,
Students At-Risk (SCE)
Parent, community, and student surveys; student achievement;
participation in special programs
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State Compensatory Education
Program Evaluation/Needs Assessment
TAKS
Math
% Met Standard
2004
2005
2006
Reading/ELA
% Met Standard
2004
2005
2006
Writing
% Met Standard
2004
2005
2006
Science
% Met Standard
2004
2005
2006
Social Studies
% Met Standard
2004
2005
2006
Students
At-Risk
Students
Not
At-Risk
Drop Out Data
2003
Completion Data
2004
2003
2004
Students AtRisk
Students Not AtRisk
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State Compensatory Education
The State Compensatory Education program at this district/campus….
Example:
The comprehensive, intensive, accelerated instruction program at Blank ISD consists of after school
tutorials for students at-risk, two additional math teachers to reduce the student teacher ratio in math, and
the purchase and implementation of the Capturing Kids Hearts program to reduce the risk for students
dropping out of school.
Total SCE funds allotted to this District/Campus______________________________
Total FTEs funded through SCE at this District/Campus________________________
Students are entered into the State Compensatory Education program
when_______________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Students are exited from the State Compensatory Education program
when_______________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Optional for Title I Schoolwide schools:
At _________ School State Compensatory Funds are used to support Title I initiatives.
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State Compensatory Education
State of Texas Student Eligibility Criteria
A student under 21 years of age and who:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Is in prekindergarten – grade 3 and did not perform satisfactorily on a readiness test/assessment given
during the current school year.
Is in grades 7-12 and did not maintain a 70 average in two or more subjects in the foundation curriculum
during a semester in the preceding or current school year OR is not maintaining a 70 average in two or
more foundation subjects in the current semester.
Was not advanced from one grade to the next for one or more school years
Did not perform satisfactorily on a state assessment instrument, and has not in the previous or current
school year performed on that instrument or another appropriate instrument at a level equal to at least 110
percent of the level of satisfactory performance on that instrument
Is pregnant or is a parent
Has been placed in an AEP during the preceding or current school year
Has been expelled during the preceding or current school year
Is currently on parole, probation, deferred prosecution, or other conditional release
Was previously reported through PEIMS to have dropped out of school
Is a student of limited English proficiency
Is in the custody or care of DPRS or has, during the current school year, been referred to DPRS
Is homeless
Resided in the preceding school year or resides in the current school year in a residential placement facility
in the district, including a detention facility, substance abuse treatment facility, emergency shelter,
psychiatric hospital, halfway house, or foster group home.
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Federal, State and Local Funding Sources
Federal funding sources that will be integrated and coordinated with State and Local
funds to meet the needs of all students:
Federal Programs
.
Title 1, Part A,
Title I, Part C (Migrant)
Title II, Part A (TPTR)
Title II, Part D (Technology)
State Programs
State Compensatory Education
Gifted/Talented
Local Programs
ESC XV Grant
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Needs Assessment
•Data collection
•Analysis
Goals &
Objectives
Summative
Evaluation
Quality
Ongoing
Formative
Evaluation
Student
Performance
Professional
Development &
Sustained Support
Strategies &
Activities
Implementation
•Who?
•By When?
•What do we need?
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Goals
• Update GOALS based on state and federal standards.
Goals are long range (3-5 years), and are broad
statements of expected outcomes that are consistent with
the vision and mission of the district. Goals provide
direction and focus. There are mandated goals in law at
the state and federal levels.
Example: By 2010 Blank ISD will have an Exemplary rating
for student performance and be on track so that 100% of
students meet standard in 2014 (NCLB).
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Goal 1: Example: Blank ISD will have an Exemplary rating by 2010 and be on track for
100% student proficiency by 2014 (NCLB).
Objective 1: Example: By May 2006, 80% of all students and each student group, including Special Education students tested,
will pass all portions of the state assessment and 80% of the students taking the Alternative Assessment will meet ARD
expectations. This Campus/District will meet AYP in every area measured.
Summative Evaluation: 80% of all students pass all portions of the state tests, meet ARD expectations, and the
Campus/District will meet AYP.
Data
2005-06
All Students
H
W
AA
ED
Migrant
LEP
Spec.
Ed.
GT
Male
Female
% Met
Standard
Activity/Strategy
*Title 1
Schoolwide
Component
(#1-10)
Person(s)
Responsible
Timeline
Resources
Formative
Evaluation
Goals: Long range (3-5 years) that reach to the state and
federal standards. Plans must have goals for Student
Performance, Completion Rate/Drop out/At-risk, Highly
Qualified Teachers, Violence Prevention and Intervention
(campus) and Parent Involvement (campus). The
district/campus may write any additional goals desired.
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Objectives
Write OBJECTIVES for the school year that address the needs of all students
and all student groups.
Objectives are specific, measurable, expected results or outcomes for all student
populations served. They target observable behaviors that provide indicators
for student performance. District objectives should be logically related to
campus performance objectives and provide direction and support for campus
improvement initiatives.
Example: By May 2006, 80% of all students and all student groups, will
meet the standard on TAKS, and 80% of Special Education students
taking the Alternative Assessment will meet ARD expectations.
Example: By May 2006, 80% of students in special program areas,
including LEP, Migrant, G/T, At-Risk, and Special Education will meet
the standard on TAKS.
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Goal 1: Example: Blank ISD will have an Exemplary rating by 2010 and be on track for 100% student proficiency by
2014 (NCLB).
Objective 1: Example: By May 2006, 80% of all students and each student group,
including Special Education students tested, will pass all portions of the state assessment
and 80% of the students taking the Alternative Assessment will meet ARD expectations.
This Campus/District will meet AYP in every area measured.
Summative Evaluation: 80% of all students pass all portions of the state tests, meet ARD expectations, and the
Campus/District will meet AYP.
Data
2005-06
All Students
H
W
AA
ED
Migrant
LEP
Spec.
Ed.
GT
Male
Female
% Met
Standard
Timeline
Activity/Strategy
Person(s)
Resources Objectives
Formative
Objective:
Specific, measurable,
annual
targets.
*Title 1
Schoolwide
Component
(#1-10)
must address all State and Federal standards that apply.
Objectives must address all students and all student groups* for
whom improvement is needed, including students in Special
Education. Objectives should answer the question: Who
will do what, by when, and to what extent?
Responsible
Evaluation
*W, H, AA, ED, Spec Ed, G/T, Title I, Migrant, LEP, Bilingual/ESL, At-Risk, M/F
etc.
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Measurable Objectives
Examples
Performance objectives with measurable objectives
 By May 2006, parent involvement and participation is
increased by 10% as evidenced in the number of parents
participating.
 By May 2006, student discipline is decreased by 15%
decrease as evidenced by the number of office referrals.
 By May 2006, all student groups achieve 75% or higher in
each subject tested on TAKS.
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Measurable Objectives
Non-examples
Performance objectives that do not meet measurable
requirements
 Encourage Parent Involvement
 Students will behave better
 Increase student achievement
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Needs Assessment
•Data collection
•Analysis
Goals &
Objectives
Summative
Evaluation
Quality
Ongoing
Formative
Evaluation
Strategies &
Activities
Student
Performance
Professional
Development &
Sustained Support
Implementation
•Who?
•By When?
•What do we need?
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Strategies
 Write Strategies that address:
 the needs of all students and all student groups, including special
education
 instructional methods for students not achieving their full
potential
 methods for addressing the needs of students in special programs
Criteria to consider for each activity/strategy:
 IMPACT on STUDENT IMPROVEMENT
 TIME required for implementation
 COMMITMENT of those implementing the activity/strategy
 Is training needed?
 RESOURCES necessary to do it
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Goal 1: Example: Blank ISD will have an Exemplary rating by 2010 and be on track for 100% student proficiency by
2014 (NCLB).
Objective 1: Example: By May 2006, 80% of all students and each student group, including Special Education students
tested, will pass all portions of the state assessment and 80% of the students taking the Alternative Assessment will meet
ARD expectations. This Campus/District will meet AYP in every area measured.
Summative Evaluation: 80% of all students pass all portions of the state tests, meet ARD expectations, and the
Campus/District will meet AYP.
Data
2005-06
All Students
H
% Met
Standard
Activity/Strategy
Provide tutorial times
after school for students
who are At-risk of failing
in the core subject areas
Utilize pre-referral
strategies to determine
educational needs of
students struggling in
classrooms
W
AA
ED
Migrant
LEP
Spec.
Ed.
GT
Male
Female
Strategies/Activities
Tell how
the objective
Responsible
will be accomplished.
1,9
Write specific action
statements describing
what will be done to
improve, and which
1,8,9
student groups will
benefit.
*Title 1
Schoolwide
Component
(#1-10)
Person(s)
Timeline
Education Service Center Region XV
Resources
Formative
Evaluation
27
State Requirements for Activities/Strategies (TEC)
Activities/Strategies must address:
 Instructional methods for students not achieving
 The needs of students in special programs such as violence prevention,
suicide prevention, conflict resolution, or dyslexia treatment programs
 Drop out reduction
 Integration of technology in instructional programs
 Career education
 Accelerated education (at-risk, SCE)
 Staff development for professional staff
 Information to middle/high school parents, counselors, students regarding
higher education opportunities, including TEXAS and Teach for Texas
grants, admissions and financial aid for higher education, and the need to
make informed curriculum choices
 Pregnancy related services
 Prevention of unwanted physical or verbal aggression, sexual harassment,
and other forms of bullying
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Strategies for Special Education
(Optional for CIP)





1.
2.
3.
4.
5.
Timeline for initial evaluation
Least Restrictive Environment
Related Services
Timeline for Reevaluation
Transition Services
Education Service Center Region XV
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Goal 1: Example: Blank ISD will have an Exemplary rating by 2010 and be on track for 100% student proficiency by
2014 (NCLB).
Objective 1: Example: By May 2006, 80% of all students and each student group, including Special Education students
tested, will pass all portions of the state assessment and 80% of the students taking the Alternative Assessment will meet
ARD expectations. This Campus/District will meet AYP in every area measured.
Summative Evaluation: 80% of all students pass all portions of the state tests, meet ARD expectations, and the
Campus/District will meet AYP.
Data
2005-06
All Students
H
W
% Met
Standard
Activity/Strategy
*Title 1
Schoolwide
Component
(#1-10)
Provide tutorial times
after school for students
who are At-risk of failing
in the core subject areas
2,9
Utilize pre-referral
strategies to determine
educational needs of
students struggling in
classrooms
2,9
AA
ED
Migrant
LEP
Spec.
Ed.
Title I Schoolwide
Person(s)
Resources
Campus:
Responsible
Timeline
GT
Male
Female
Formative
Evaluation
Identify one or more of
the 10 schoolwide
components for
activities that apply
Education Service Center Region XV
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Required Title I Schoolwide Campus Plan Components
1.
Comprehensive Needs Assessment of the entire school (including all program areas)
2.
Reform strategies that address the needs of all children in the school, but particularly the
needs of children of target populations of any program that is included in the schoolwide
program and that use effective methods and instructional strategies based on
scientifically based research.
3.
Instruction by highly qualified teachers (Show appropriate staff development to meet the
needs of students at-risk in the D/CIP)
4.
Professional development for teachers and aides, and where appropriate, pupil services
personnel, parents, principals, and other staff who work for the student improvement
5.
Strategies to attract high-quality highly qualified teachers to high-need schools
6.
Strategies to increase parental involvement
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Required Title I Schoolwide Campus Plan Components
7. Plans for assisting preschool children in the transition from early childhood programs,
such as Head Start and Even Start, to local elementary school programs. (Examples
could include: provide parents and students with a kindergarten orientation session;
teachers from pre-K/K meet to discuss instructional programs, kindergarten Objectives,
and needs of students, etc.)
8.
Steps to include teachers in the decisions regarding the use of assessments. (In the
formative evaluation column of the CIP show that teachers use benchmarks to analyze
performance, use classroom observations and teacher-made tests to assess students)
9. Activities to ensure that students who experience difficulty mastering any of the state
standards during the school year will be provided with effective, timely additional
assistance.
10. Coordination and integration of Federal, State, and local services and programs, such as
violence prevention programs, nutrition programs, housing programs, Head Start, adult
education, vocational and technical education, and job training
Education Service Center Region XV
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Needs Assessment
•Data collection
•Analysis
Summative
Evaluation
Ongoing
Formative
Evaluation
Professional
Development &
Sustained Support
Goals &
Objectives
Quality
Strategies &
Activities
Student
Performance
Implementation
•Who?
•By when?
•What do we need?
Education Service Center Region XV
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Implementation
Identify staff responsible
 Use positions of those who will
implement the activity
Set timelines for ongoing monitoring
of strategies throughout a grading
period or instructional period.
Incremental progress reviews
should be scheduled for discussion
by the Committee.
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Goal 1: Example: Blank ISD will have an Exemplary rating by 2010 and be on track for 100% student proficiency by
2014 (NCLB).
Objective 1: Example: By May 2006, 80% of all students and each student group, including Special Education students
tested, will pass all portions of the state assessment and 80% of the students taking the Alternative Assessment will meet
ARD expectations. This Campus/District will meet AYP in every area measured.
Summative Evaluation: 80% of all students pass all portions of the state tests, meet ARD expectations, and the
Campus/District will meet AYP.
Data
2005-06
All Students
H
W
AA
ED
Migrant
LEP
% Met
Standard
Activity/Strategy
*Title 1
Schoolwide
Component
(#1-10)
This area should
Provide tutorial
times
2,9
name
the
during school day for
position of those
students who are At-risk
will
of failing in who
the core
subject areasimplement the
strategy.
Utilize pre-referral
2,9
strategies to determine
educational needs of
students struggling in
classrooms
Person(s)
Responsible
Core-Subject
Teachers
Classroom
teachers
Sp Ed teacher
Monitoring
Timeline
Spec.
Ed.
GT
Male
Female
Monitoring
checkpoints
Resources
Formative
should
be clearly
Evaluation
set.
“August
End of each Title
I Fundsto May,”
“as Funds
needed” and
six weeks
SCE
“Ongoing” are not
$6,435
acceptable.
.4FTE
End of each
six weeks
Education Service Center Region XV
Identify the
Local Funds
month(s) when the
Sp Ed Funds
strategy will be
monitored.
35
Resources
 Identify the resources needed to
implement the plan





People
Space
Materials
Equipment
Funding Sources
Education Service Center Region XV
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Goal 1: Example: Blank ISD will have an Exemplary rating by 2010 and be on track for 100% student proficiency by
2014 (NCLB).
Objective 1: Example: By May 2006, 80% of all students and each student group, including Special Education students
tested, will pass all portions of the state assessment and 80% of the students taking the Alternative Assessment will meet
ARD expectations. This Campus/District will meet AYP in every area measured.
Summative Evaluation: 80% of all students pass all portions of the state tests, meet ARD expectations, and the
Campus/District will meet AYP.
Data
2005-06
All Students
% Met
Standard
Activity/Strategy
H
Resources are those
things that are necessary
to accomplish the
strategy/activity.
W
*Title 1
Schoolwide
Component
(#1-10)
AA
ED
Person(s)
Responsible
Migrant
Timeline
They could be
Provide tutorial times after 2,9
materials,
school for students who are
People, such as the
At-risk of failing in the
core subject areas
Librarian or ESC XV,
funding sources such as
SCE,
Utilize pre-referral
2,9 Title I, Title II A,
strategies to determine
Grants, Shared Services
educational needs of
Arrangements, etc.
students struggling in
classrooms
Education Service Center Region XV
LEP
Spec.
Ed.
GT
Resources
Male
Female
Formative
Evaluation
Title I
Funds
SCE Funds
$6,435
.4 FTE
Local Funds
Sp Ed
Funds
37
Needs Assessment
•Data collection
•Analysis
Goals &
Objectives
Summative
Evaluation
Quality
Ongoing
Formative
Evaluation
Student
Performance
Professional
Development &
Sustained Support
Strategies &
Activities
Implementation
•Who?
•By When?
•What do we need?
Education Service Center Region XV
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Formative Evaluation
What is formative
evaluation?
Periodically evaluating
the steps involved would be
an example of formative evaluation.
How will you know before the end
of the year whether or not the
strategy/activity is having the
desired effect on students?
Examples would be, check lesson
plans weekly, evaluate student
projects at the end of each six weeks,
examine attendance records, check
on the passing rates of students each
six weeks, etc.
39
Education Service Center Region XV
Goal 1: Example: Blank ISD will have an Exemplary rating by 2010 and be on track for 100% student proficiency by
2014 (NCLB).
Objective 1: Example: By May 2006, 80% of all students and each student group, including Special Education students
tested, will pass all portions of the state assessment and 80% of the students taking the Alternative Assessment will meet
ARD expectations. This Campus/District will meet AYP in every area measured.
Summative Evaluation: 80% of all students pass all portions of the state tests, meet ARD expectations, and the
Campus/District will meet AYP.
Data
2005-06
All Students
H
W
AA
ED
Migrant
LEP
Spec.
Ed.
GT
Male
Female
% Met
Standard
Activity/Strategy
*Title 1
Schoolwide
Component
(#1-10)
Person(s)
Responsible
Provide tutorial times after 2,9
school for students who
are At-risk of failing in the
core subject areas
Core-Subject
Teachers
Utilize pre-referral
strategies to determine
educational needs of
students struggling in
classrooms
Classroom
teachers
Sp Ed teacher
2,9
Formative Evaluation
Timeline
is directly
relatedResources
to the
Strategy. It answers
theEnd
questions:
of each Title I Funds
six weeks
SCE Funds
“How will we know
this strategy is $6,435
.4FTE
successful before
May?
What
we be
able
to
Endwill
of each
Local
Funds
weeks
see six
that
will indicate
Sp Ed Funds
that this strategy is
working?”
Education Service Center Region XV
Formative
Evaluation
Improved sixweeks grades;
Reduced
failure rate
Reduction in
failure rates;
Decrease in
number of
referrals
40
Summative Evaluation
What is summative
evaluation?
Evaluating how one got to from point A
to point B and analyzing the outcome
would be an example of summative
evaluation.
The measures summarize the
cumulative results for the year.
Were the desired performance
objectives met?
Examples are using summaries of
annual performance reports,
summaries of parent surveys,
summaries of staff development
evaluations, pass/failure rates,
attendance/drop summary reports,
etc.
41
Education Service Center Region XV
Goal 1: Example: Blank ISD will have an Exemplary rating by 2010 and be on track for 100% student proficiency by
2014 (NCLB).
Objective 1: Example: By May 2006, 80% of all students and each student group, including Special Education students
tested, will pass all portions of the state assessment and 80% of the students taking the Alternative Assessment will meet
ARD expectations. This Campus/District will meet AYP in every area measured.
Summative Evaluation: 80% of all students pass all portions of the state tests,
meet ARD expectations, and the Campus/District will meet AYP.
Data
2005-06
All Students
H
W
AA
ED
Migrant
LEP
Spec.
Ed.
GT
Male
Female
% Met
Standard
Activity/Strategy
*Title 1
Schoolwide
Component
(#1-10)
Provide tutorial times after 2,9
school for students who
are At-risk of failing in the
core subject areas
Utilize pre-referral
strategies to determine
educational needs of
students struggling in
classrooms
2,9
Summative
Evaluation
answers
Timeline
Person(s)
Resources
Responsible
the question:
Did we meetEnd
our
Core-Subject
of objective?
each Title I Funds
These are the
the
Teachers
six final
weeks results
SCEat
Funds
end of the year.
$6,435
It is critical to evaluate.4FTE
all
programs and
but
Classroom
Endstudent
of each groups,
Local Funds
especially Federal
areas
teachers
six weeksProgram
Sp Ed Funds
Sp Ed
forteacher
which the district and campus
receive funds.
Education Service Center Region XV
Formative
Evaluation
Improved
grades;
Reduced failure
rate
Reduction in
failure rates;
Decrease in
number of
referrals
42
Goal: Long range (3-5 years) that r each to the state stan dards for AE IS. Plans must have goals for
Student Performance, Completion Rate/Drop out/At -risk, Highly Qualified Teachers,
Violence Prevention and Intervention (campus) and Parent Involve ment (campus). The
district/camp us may wr ite any ad dit iona l goa ls necessary for stude nt impr oveme nt.
Objective: Specific, measurable, annual targets. Objectives must address all AEIS that a pply. O bjectives
must address all stu dents an d all stu dent g roups* f or wh om imp roveme nt is need ed, inc lud ing stu dents
in Spec ial Educat ion. Objectives should answer the question: Who will do what, by when , and
to what extent? *W, H, AA, ED, Spec Ed, G/T, Title I, Migrant, LEP, Bilingual/ES L, At-Risk
Summative Evaluation: Restates the Objective
Strategy/Activity
Write specif ic
statements describi ng
what w il l be do ne to
improve, a nd which
student gr oups w ill
benefit.
Begin statements w ith a
verb/acti on.
Carry forward fr om
previo us year those
activities staff still needs
to focus on. (w ith the
exception of mand ated
strategies*)
Staff Responsible
Ident ify positi on(s)
of the persons
implem enti ng each
strategy
Time Line
Resources
Timeline te lls:
When th e
strategy or
activity w ill be
monito red,
Resources are clearly
specified mat eria ls,
personne l, costs,
fundi ng sources, etc.
necessary to
accomplish th e
strategy/activ ity.
SCE fund a llotm ents
must be clearly
ident ified by do llar
amounts an d # of
FTE’s receivin g
salary from SCE to
accomplish th e
supplem ental
activity/strate gy.
Education Service Center Region XV
Formative
Evaluation
Observab le beh avior
or outcomes that wil l
indicat e the strategy
or activity is w orki ng
(before May)
Answers the questi on
“How wil l we k now
we are successful”?
Has a student focus
when a ppro pri ate.
8
43
State Compensatory Education
Law requires the D/CIP; it is the primary record supporting
expenditures attributed to the SCE program.
Education Service Center Region XV
44
State Compensatory Education
District Policies and Procedures
Districts, including charter schools receiving SCE funding,
are required to have written policies & procedures to identify:
students who are at risk of dropping out of school
students who are at risk of dropping out of school under local criteria and
documentation of compliance with the 10% cap
how students are entered into the SCE program;
how students are exited from the SCE program;
the methodologies involving calculation of 110% satisfactory performance on
all assessment instruments; and
the cost of the regular education program in relation
to budget allocations per student and/or
instructional staff per student ratio.
(Module 9, Section 9.2.3)
Education Service Center Region XV
45
Purpose of the SCE Program
Compensatory education is defined in law as
programs and/or services designed to
supplement the regular education program
for students identified as at risk of dropping
out of school.
The purpose is to increase the
academic achievement and reduce the
drop out rate of these students.
Education Service Center Region XV
46
§42.152, TEC
District/Campus Improvement Plan
§11.253 of the Texas Education Code
The district and/or campus improvement plan must include the following:
Total amount of SCE funds allocated for resources &
staff (Please include this information in dist. & each plan)
Comprehensive needs assessment
Identified strategies
Supplemental financial resources for SCE
Supplemental FTEs for SCE
Measurable Performance Objectives
Timelines for monitoring strategies
Formative and summative evaluation criteria
Education Service Center Region XV
47
Campus Improvement Plan
§11.253 of the Texas Education Code
The district and/or campus improvement plan must include
the following:
Total amount of SCE funds allocated for
resources & staff
SCE must indicate the actual dollar amounts for
activities and SCE dollars that show 85% of the
entitlement
DIP shows cumulative summary of program and
entire budget
CIPs show specific campus activities and campus
budget
Education Service Center Region XV
48
Campus Improvement Plan
§11.253 of the Texas Education Code
The district and/or campus improvement plan must include
the following:
Supplemental financial resources for SCE
State Compensatory Ed. must indicate the actual
dollar amounts for activities/strategies.
Supplemental FTEs for SCE
FTEs must be shown for SCE activities involving
personnel at both the district and campus level.
Measurable Performance Objectives
Measurable student performance objectives based
on the needs assessment data.
Education Service Center Region XV
49
Education Service Center Region XV
50